Making the most out of it: Maximizing learners' benefits from expert, peer and automated feedback across domains
Research output: Contribution to book/conference proceedings/anthology/report › Conference contribution › Contributed › peer-review
Contributors
Abstract
Across a variety of domains, formative feedback is often regarded as beneficial, if not crucial to learning. Yet studies show that this assumption does not always hold true: some types of feedback do not benefit learners. This symposium brings together researchers investigating how feedback can be optimized to maximize potential benefits. The four papers include studies investigating the effectiveness of feedback from various sources including expert, peer and automatically generated feedback in the domains of writing and math. The studies use a variety of methodological approaches including behavioral studies, eye tracking, and data mining. The discussion emanating from the results to be reported during the symposium will focus on how these empirical findings can help to inform feedback delivery in the classroom and how to more effectively design automated feedback.
Details
Original language | English |
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Title of host publication | Learning and becoming in practice |
Editors | Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neil, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, Laura D'Amico |
Place of Publication | Boulder |
Publisher | International Society of the Learning Sciences |
Pages | 1416-1425 |
Number of pages | 10 |
Volume | 3 |
ISBN (print) | 978-0-9903550-5-2 |
Publication status | Published - 2014 |
Peer-reviewed | Yes |
Publication series
Series | ICLS : Proceedings of the ... International Conference on Learning Sciences |
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ISSN | 1814-9316 |
Conference
Title | 11th International Conference of the Learning Sciences |
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Subtitle | Learning and Becoming in Practice |
Abbreviated title | ICLS 2014 |
Conference number | 11 |
Duration | 23 - 27 June 2014 |
Location | University of Colorado Boulder |
City | Boulder |
Country | United States of America |
External IDs
ORCID | /0000-0002-4280-6534/work/142251721 |
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